Proyecto Lengua Extranjera Inglés Mourning Generation - Understanding Colombian Historical Memory
Mourning Generation - Understanding Colombian Historical Memory
Publicado el 23 Julio de 2019
Autor: MARIA NATHALIA MART?NEZ MOLINA
Descripción
Español: Es un curso virtual de conceptos claves para comprender la memoria histórica y el conflicto armado colombiano (exclusivo para estudiantes extranjeros)
English: It is a virtual course of key concepts to understand the historical memory and the Colombian armed conflict (exclusive for foreign students)
Ficha técnica
Área:Lengua Extranjera
Asignatura:Inglés
Edad: - No hay restriccion de edad
Duración: Una sesión: dos horas máximo. Se recomienda realizar un módulo por día. One session: two hours maximum. It is recommended to perform one module per day. Una sesión: dos horas máximo. Se recomienda realizar un módulo por día. One session: two hours maximum. It is recommended to perform one module per day. Una sesión: dos horas máximo. Se recomienda realizar un módulo por día. One session: two hours maximum. It is recommended to perform one module per day. Una sesión: dos horas máximo. Se recomienda realizar un módulo por día. One session: two hours maximum. It is recommended to perform one module per day. Una sesión: dos horas máximo. Se recomienda realizar un módulo por día. One session: two hours maximum. It is recommended to perform one module per day.
Herramientas:
Audio
Encuestas
Herramientas: tomar apuntes en clase
Imágenes
Infografías
Podcast
Video
Juegos
Crear proyectos de clase utilizando inteligencia artificial dando clic aquí
Objetivos
Spanish
Objetivo SABER: reconocer los diferentes conceptos relacionados a la memoria histórica (violencia, víctimas, victimarios, reparación, no-repetición, etc.)
Objetivo HACER: emplear los métodos de recuperación de memoria histórica a nivel personal desde su entorno e historia de vida.
Objetivo SER: motivar a los participantes del curso a través de un ejercicio de pensamiento crítico que implica el reconocimiento de los impactos de la guerra en una sociedad, tomando como referencia la colombiana.
English:
KNOWING Objective: to recognize the different concepts related to historical memory (violence, victims, perpetrators, reparation, non-repetition, etc.)
TO DO Objective: to employ methods of recovering historical memory on a personal level from their environment and life history.
BEING Objective: to motivate the participants of the course through an exercise of critical thinking that involves the recognition of the impacts of the war on society, taking as reference the Colombian one.
Recursos
Mourning Generation - Understanding Colombian Historical Memory
1. Download in here: Mourning Generation
2. Unzip the folder using a tool like Winrar, Winzip or 7zip.
3. In the unzipped folder look for a file with the name INDEX, open it in your preferred web browser.
4. And now, it’s time to know the history of the Colombian armed conflict
Requisitos
Español: Computador con acceso a internet.
Programa para descomprimir archivos instalado en el computador (winrar, winzip, 7zip).
English: Computer with internet access.
A program to decompress files installed on the computer (Winrar, Winzip, 7zip).
Proceso
Memories: the Voice of the Survivors
1. The memories of suffering.
2. Enduring the war and the labors of dignity.
3. Resisting the war.
The impacts and harms caused by the armed conflict in Colombia
1. Massacres: terror and devastation.
2. Forced disappearances: absence, uncertainty, and loneliness.
3. Forced displacements: uprooting, nostalgia, and humiliation.
4. Abduction: liberty retained.
War and Justice in Colombian Society
1. Transitional justice in Colombia.
Actividad 1
A Prolonged and Degraded War Dimensions and Methods of Violence
1. A violence that is difficult to measure
2. Attacks on the civilian population and the rationale of the armed conflict in Colombia
3. The objectives and repertoires of the violence
The origins, dynamics, and growth of the armed conflict
1. From peasant farmer self-defense groups to revolutionary guerrillas.
2. Expansion of the guerrilla, peace policies and the emergence of the paramilitaries
3. The years of the humanitarian tragedy: the expansion of the guerrilla and paramilitary groups, the State adrift and the war of blood and fire for territory.
Actividades Docente
Ninguna
None
Docente
Actividad del docente: None
Ninguna
Actividades Estudiante
Forum:
http://mourninggeneration.foroactivo.com/
easyclass:
Forum:
http://mourninggeneration.foroactivo.com/
easyclass:
Forum:
http://mourninggeneration.foroactivo.com/
easyclass:
Forum:
http://mourninggeneration.foroactivo.com/
easyclass:
Forum:
http://mourninggeneration.foroactivo.com/
easyclass:
Evaluación
Formal Essay Rubric
|
Areas of Assessment |
A |
B |
C |
|
Ideas |
Presents ideas in an original manner |
Presents ideas in a consistent manner |
Ideas are too general |
|
Organization |
Strong and organized beg/mid/end |
Organized beg/mid/end |
Some organization; attempt at a beg/mid/end |
|
Understanding |
Writing shows strong understanding |
Writing shows clear understanding |
Writing shows adequate understanding |
|
Word choice |
Sophisticated use of nouns and verbs make essay very informative |
Nouns and verbs make essay informative |
Needs more nouns and verbs |
|
Sentences - Structure |
Sentence structure enhances meaning; flows throughout piece |
Sentence structure is evident; sentences mostly flow |
Sentence structure is limited; sentences need to flow |
|
Mechanics |
Few (if any) errors |
Few errors |
Several errors |
Informal essay:
|
Features |
Expert |
Accomplished |
Capable |
Beginner |
|
Quality of Writing |
Piece was written in an extraordinary style and voice. Very informative and well-organized |
Piece was written in an interesting style and voice Somewhat informative and organized |
Piece had little style or voice Gives some new information but poorly organized |
Piece had no style or voice Gives no new information and very poorly organized |
|
Grammar, Usage & Mechanics |
Virtually no spelling, punctuation or grammatical errors |
Few spelling and punctuation errors, minor grammatical errors |
A number of spelling, punctuation or grammatical errors |
So many spelling, punctuation and grammatical errors that it interferes with the meaning |
Cox, Janelle. "Sample Essay Rubric for Elementary Teachers." ThoughtCo, May. 25, 2019, thoughtco.com/essay-rubric-2081367.
Discussion Forums:
Your contributions are meaningful for us, although this is an activity to be evaluated, please have in mind the following items at the moment to post your commentary:
|
Point / Value Range |
Characterization of response |
|
0 |
No response/ Participation |
|
0-80 |
Minimal interaction with other discussion participants is evident. Postings are superficial, lacking clarity, and are not specifically cogent to the topic, as well as not visibly demonstrating efforts to extend the topic toward more in-depth exploration/discussion. |
|
81-90 |
The posting foci are clear, concise and cogent, and demonstrate a thoughtful extension, exploration, and explication of related issues presented by discussion participants. |
|
91-100 |
The postings clearly build upon and synthesize the ideas of other discussion participants’ contributions. |
Notas
Proyecto creado por: Nathalia Martínez y Gabriela Pinto del Rio
Creditos
Proyecto Creado Por Maria Nathalia MartÍNez Molina&Nbsp; &Amp; Gabriela Pinto Del Rio&Nbsp; Utilizando A Eduteka.org&Nbsp;
Universidad Distrital Francisco JosÉ De Caldas - EducaciÓN En TecnologÍA&Nbsp;
Proyect Created By:&Nbsp;Maria Nathalia MartÍNez Molina&Nbsp; &Amp; Gabriela Pinto Del Rio (Universidad Distrital Francisco De Caldas) Utilizando A Eduteka.org&Nbsp;
Universidad Distrital Francisco JosÉ De Caldas - EducaciÓN En TecnologÍA&Nbsp;
&Nbsp;
*Nota: toda la información que aparece en los Proyectos de Clase y WebQuest del portal educativo Eduteka es creada por los usuarios del portal.